Board Certified Behavior Analyst (BCBA)
Apply NowCompany: School Administrative Unit 50
Location: Greenland, NH 03840
Description:
Position Type:
Special Education and Related Services/Board Certified Behavior Analyst (BCBA)
Date Posted:
3/29/2024
Location:
Greenland Central School
Date Available:
2024-2025
Closing Date:
05/24/2024Be a support person for students with behavioral needs.
Conduct behavioral observations and interventions as needed.
JOB SUMMARY:
-To apply the principles of Applied Behavior Analysis (ABA) in assessing factors and variables affecting student learning and behavior, work collaboratively with team members to help support the implementation, maintenance and modification of individualized plans and programs to optimize student learning and growth in the school setting.
QUALIFICATIONS:
-Minimum of a Master's Degree in Applied Behavior Analysis, Behavioral Education, Psychology or related field
-BCBA Certification by Behavior Analyst Certification Board (BACB)
-Must pass a background check.
REPORTS TO:
-Special Education Coordinator and/or Building Principal
RESPONSIBILITIES:
Planning and Preparation
-Support educators in the development and implementation of individual student programming.
-Analyze, evaluate, and interpret data to make relevant behavioral and educational recommendations.
-Work collaboratively with other team members to plan and oversee services and programming in accordance with students' Individualized Education Programs (IEPs) or Behavior Intervention Plans.
-Conduct assessments, write reports, and present findings at professional meetings to include Functional Behavior Assessments (FBAs)
The Environment
-BCBA's interactions with students are positive and respectful.
-Standards of conduct have been established for the safe spaces where students can go if having issues with behavior.
-Clear protocols have been established for when and how students can access safe spaces.
Delivery of Service
-Analyze and assess for the purpose of providing appropriate instruction and student support.
-Develop/assist with individual behavior support plans for students in the classroom and other educational settings.
-Assist with curriculum development, program writing, and development of program stimuli, data collection procedures to track student growth and goal progress.
-Conduct FBAs and write behavior intervention plans as needed.
-Develop recommendations, goals, and plans based on assessment results.
-Review student data to provide professional input and direction, review student progress, and report on completed assessments as needed.
-Train para-educators, special education staff and general education staff to implement behavioral support plans and other behavioral interventions in the classroom setting.
-Train, support, and provide feedback to staff in programmatic systems to include, but not limited to: AGA principles and methodologies, individualized student behavior support plans, discrete trial teaching, data collection, and program fidelity.
-Model effective program elements include, but are not limited to: behavioral interventions, data collection, discrete trial teaching, or ABA methodologies.
-Provide crisis prevention, intervention, and management as needed.
Professional Responsibilities
-Consult with general education teachers, special education teachers, and other related service providers as needed to meet student needs.
-Attend meetings and in-service presentations as assigned for the purpose of acquiring and/or conveying information relative to job responsibilities.
-Engage in reflective practice.
-Document student progress with accurate and accessible systems for tracking student learning and other records; use these systems efficiently and effectively.
-Contribute to school community and culture by participating in events, programs, or activities that further the culture of learning in the school and bring the values of the school to life through modeling and positive action.
-Regularly seek out and identify high-quality opportunities to grow and learn, identifying problems of practice or areas of inquiry that inform individual and collaborative learning opportunities.
-Exhibit high standards of ethical practice and wise decision making on behalf of students, families, and colleagues.
-Perform other duties as assigned by the Special Education Coordinator, or Principal.
Adheres to:
-Ed. 510: Code of Conduct for New Hampshire Educators
-Guiding Principles: The Code of Ethics for New Hampshire Educators
-All district school board policies and procedures
-All district handbooks
SKILLS AND ABILITIES:
This position requires:
-Dependability
-Concern for others
-Self-control
-Adaptability/flexibility
-Integrity
-Initiative
-Cooperation
-Persistence
-Innovation
-Analytical thinking
-Establishing and maintaining interpersonal relationships
-Updating and using relevant knowledge
-Making decisions and solving problems
-Thinking creatively
-Communicating with supervisors, colleagues, families, community, and students
-Developing and building teams
-Resolving conflicts and negotiating with others
-Analyzing data or information
-Performing administrative activities such as paperwork
TECHNOLOGY SKILLS:
-Electronic mail software
-Multi-media educational software
-Google applications
PHYSICAL AND ENVIRONMENTAL DEMANDS:
-Reach with hands and arms and use hands and fingers to handle objects and operate computers, hand-held learning devices and other office equipment.
-Regularly required to sit, stand, walk, talk, and hear.
-Occasionally lift and/or move up to 15 pounds.
-Exposure to a variety of childhood and adult diseases and illnesses.
-Occasional exposure to various weather conditions.
-Exposure to a range of heating, air conditioning and ventilation conditions.
-Function in a workplace that is usually moderately quiet but can be noisy at times.
EMPLOYMENT STATUS:
-Exempt from overtime pay.
-On-site
-Benefits as outlined in the Collective Bargaining Agreement
Application Procedure:
Apply online
Special Education and Related Services/Board Certified Behavior Analyst (BCBA)
Date Posted:
3/29/2024
Location:
Greenland Central School
Date Available:
2024-2025
Closing Date:
05/24/2024Be a support person for students with behavioral needs.
Conduct behavioral observations and interventions as needed.
JOB SUMMARY:
-To apply the principles of Applied Behavior Analysis (ABA) in assessing factors and variables affecting student learning and behavior, work collaboratively with team members to help support the implementation, maintenance and modification of individualized plans and programs to optimize student learning and growth in the school setting.
QUALIFICATIONS:
-Minimum of a Master's Degree in Applied Behavior Analysis, Behavioral Education, Psychology or related field
-BCBA Certification by Behavior Analyst Certification Board (BACB)
-Must pass a background check.
REPORTS TO:
-Special Education Coordinator and/or Building Principal
RESPONSIBILITIES:
Planning and Preparation
-Support educators in the development and implementation of individual student programming.
-Analyze, evaluate, and interpret data to make relevant behavioral and educational recommendations.
-Work collaboratively with other team members to plan and oversee services and programming in accordance with students' Individualized Education Programs (IEPs) or Behavior Intervention Plans.
-Conduct assessments, write reports, and present findings at professional meetings to include Functional Behavior Assessments (FBAs)
The Environment
-BCBA's interactions with students are positive and respectful.
-Standards of conduct have been established for the safe spaces where students can go if having issues with behavior.
-Clear protocols have been established for when and how students can access safe spaces.
Delivery of Service
-Analyze and assess for the purpose of providing appropriate instruction and student support.
-Develop/assist with individual behavior support plans for students in the classroom and other educational settings.
-Assist with curriculum development, program writing, and development of program stimuli, data collection procedures to track student growth and goal progress.
-Conduct FBAs and write behavior intervention plans as needed.
-Develop recommendations, goals, and plans based on assessment results.
-Review student data to provide professional input and direction, review student progress, and report on completed assessments as needed.
-Train para-educators, special education staff and general education staff to implement behavioral support plans and other behavioral interventions in the classroom setting.
-Train, support, and provide feedback to staff in programmatic systems to include, but not limited to: AGA principles and methodologies, individualized student behavior support plans, discrete trial teaching, data collection, and program fidelity.
-Model effective program elements include, but are not limited to: behavioral interventions, data collection, discrete trial teaching, or ABA methodologies.
-Provide crisis prevention, intervention, and management as needed.
Professional Responsibilities
-Consult with general education teachers, special education teachers, and other related service providers as needed to meet student needs.
-Attend meetings and in-service presentations as assigned for the purpose of acquiring and/or conveying information relative to job responsibilities.
-Engage in reflective practice.
-Document student progress with accurate and accessible systems for tracking student learning and other records; use these systems efficiently and effectively.
-Contribute to school community and culture by participating in events, programs, or activities that further the culture of learning in the school and bring the values of the school to life through modeling and positive action.
-Regularly seek out and identify high-quality opportunities to grow and learn, identifying problems of practice or areas of inquiry that inform individual and collaborative learning opportunities.
-Exhibit high standards of ethical practice and wise decision making on behalf of students, families, and colleagues.
-Perform other duties as assigned by the Special Education Coordinator, or Principal.
Adheres to:
-Ed. 510: Code of Conduct for New Hampshire Educators
-Guiding Principles: The Code of Ethics for New Hampshire Educators
-All district school board policies and procedures
-All district handbooks
SKILLS AND ABILITIES:
This position requires:
-Dependability
-Concern for others
-Self-control
-Adaptability/flexibility
-Integrity
-Initiative
-Cooperation
-Persistence
-Innovation
-Analytical thinking
-Establishing and maintaining interpersonal relationships
-Updating and using relevant knowledge
-Making decisions and solving problems
-Thinking creatively
-Communicating with supervisors, colleagues, families, community, and students
-Developing and building teams
-Resolving conflicts and negotiating with others
-Analyzing data or information
-Performing administrative activities such as paperwork
TECHNOLOGY SKILLS:
-Electronic mail software
-Multi-media educational software
-Google applications
PHYSICAL AND ENVIRONMENTAL DEMANDS:
-Reach with hands and arms and use hands and fingers to handle objects and operate computers, hand-held learning devices and other office equipment.
-Regularly required to sit, stand, walk, talk, and hear.
-Occasionally lift and/or move up to 15 pounds.
-Exposure to a variety of childhood and adult diseases and illnesses.
-Occasional exposure to various weather conditions.
-Exposure to a range of heating, air conditioning and ventilation conditions.
-Function in a workplace that is usually moderately quiet but can be noisy at times.
EMPLOYMENT STATUS:
-Exempt from overtime pay.
-On-site
-Benefits as outlined in the Collective Bargaining Agreement
Application Procedure:
Apply online